The DOI matches its Crossref record; 45 of the 46 references it cites were found in a registry or an index.
The impact of generative AI on higher education learning and teaching: A study of educators’ perspectives
Open accessAbstract
In recent months, Artificial Intelligence (AI) has had, and will continue to have, a dramatic impact on Higher Education (HE). A study conducted by researchers at a leading university in Australia surveyed 30 of their teaching staff, drawn predominantly from their teaching academy, and interviewed eight of them regarding the impact of AI on HE. Data were analyzed using the procedures of Inductive Thematic Analysis and revealed a lack of any homogenous sentiment around AI in HE and much ambiguity regarding best practice regarding recent technological developments. The results indicate concerns exist around concepts relating to academic integrity, however, these concerns may be exaggerated. Almost half of the participants indicated they were using AI within their teaching roles with the most common design change being modifications to assessments. Less than a quarter of staff agreed the university has adequately equipped them for AI, and more than three quarters indicated they would like support. They unanimously assumed the technology will improve. Keeping in mind universities’ obligation to serve students by preparing them for industry, it is vitally important that the HE sector stays informed of developments in AI and commit to ongoing research and discussions regarding best practice in response to AI. However, anything regarding AI and future developments will be extremely difficult to predict.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“Among university teachers, academic integrity and cheating are major concerns (Bozkurt, 2024;Johnston et al., 2024;Lee et al., 2024;Newell et al., 2024;Overono & Ditta, 2025;Perkins et al., 2024;Xia et al., 2024;Yusuf et al., 2024).”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Lee et al., 2024
In the citing paper
“As in other empirical contexts (e.g., Bozkurt, 2024;Johnston et al., 2024;Lee et al., 2024;Newell et al., 2024;Yusuf et al., 2024), academic integrity was a focus, especially for teachers.”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Lee et al., 2024
In the citing paper
“Research participants' concerns included and extended beyond academic integrity, the topic that dominates much academic research on genAI in higher education (Bozkurt, 2024;Johnston et al., 2024;Lee et al., 2024;Newell et al., 2024;Overono & Ditta, 2025;Perkins et al., 2024;Xia et al., 2024;Yusuf et al., 2024).”
From Toward Partnership Ethics for Generative Artificial Intelligence in Higher Education (2026) · cites this paper as Lee et al., 2024
In the citing paper
“Environments with abundant resources more readily establish stable training programs, clear procedural guidelines, and sustainable teaching support, thereby enhancing students’ trust in institutional legitimacy and reducing uncertainty-related anxiety (Lee et al., 2024).”
From Multidimensional responses to generative AI in higher education: an integrative framework linking institutional governance, teaching practice, and student psychological adaptation (2026) · cites this paper as Lee et al., 2024
In the citing paper
“studies where AI-assisted journaling reduced writing anxiety”
From Enhancing Student Success through AI-Assisted Reflective Learning in Entrepreneurship Education: An Empirical Study (2026) · cites this paper as Lee et al., 2024
In the citing paper
“Additional concerns such as bias in AI outputs (Lee et al., 2024) and lack of transparency in model decisions (Wang et al., 2024) further compound this hesitancy.”
From Educators’ perceptions of generative AI: Investigating attitudes, barriers and learning needs in higher education (2025) · cites this paper as Lee et al., 2024
In the citing paper
“Lim et al. (2023) and Lee et al. (2024) note that generative AI in the education sphere provides an incredible opportunity for educators to reimagine what learning looks like, despite the notable fears of cheating, academic integrity, and plagiarism that accompany it.”
From Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses (2026) · cites this paper as Lee et al. (2024)
In the citing paper
“Many educators and academic institutions are currently facing challenges in determining how best to incorporate these tools into their teaching methods without compromising educational values [4].”
From Engineering Educators' Perspectives on the Impact of Generative AI in Higher Education (2025) · cites this paper as [4]
Citations
Cites
Using thematic analysis in psychology
Braun, V., & Clarke, V. (2006) · Qualitative Research in Psychology · doi:10.1191/1478088706qp063oa · Cited by 194,414
S., N. L. (2017) · doi:10.1177/1609406917733847 · Cited by 14,051
Kung, T. H., Cheatham, M., Medenilla, A., Sillos, C., De Leon, L., Elepaño, C., Madriaga, M., Aggabao, R., Diaz-Candido, G., Maningo, J., et al. (2023) · PLOS Digital Health · doi:10.1371/journal.pdig.0000198 · Cited by 4,115
Artificial hallucinations in ChatGPT: implications in scientific writing
Alkaissi, H., & McFarlane, S. I. (2023) · Cureus · doi:10.7759/cureus.35179 · Cited by 1,540
A Review of Artificial Intelligence (AI) in Education from 2010 to 2020
Zhai, X., Chu, X., Chai, C. S., Jong, M. S. Y., Istenic, A., Spector, M., Liu, J.-B., Yuan, J., & Li, Y. (2021) · Complexity · doi:10.1155/2021/8812542 · Cited by 1,364
Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence
Cooper, G. (2023) · Journal of Science Education and Technology · doi:10.1007/s10956-023-10039-y · Cited by 1,263
What ChatGPT and generative AI mean for science
Stokel-Walker, C., & Van Noorden, R. (2023) · Nature · doi:10.1038/d41586-023-00340-6 · Cited by 828
Dergaa, I., Chamari, K., Zmijewski, P., & Ben Saad, H. (2023) · Biology of Sport · doi:10.5114/biolsport.2023.125623 · Cited by 796
A Conversation on Artificial Intelligence, Chatbots, and Plagiarism in Higher Education
King, M. R., & chatGPT (2023) · Cellular and Molecular Bioengineering · doi:10.1007/s12195-022-00754-8 · Cited by 602
ChatGPT Goes to Law SchoolPreprint
Choi, J. H., Hickman, K. E., Monahan, A., & Schwarcz, D. B. (2023) · SSRN Electronic Journal · doi:10.2139/ssrn.4335905 · Cited by 565
Flagged first, then by citations
1 of the 46 references couldn’t be matched to a known paper.
Research works printed but not linked: 3
- Nawaz, 2020, Artificial intelligence (AI) applications for library services and resources in COVID-19 pandemic, Journal of Critical Reviews, 7, 1951
- Ryznar, 2023, Exams in the time of ChatGPT, Washington and Lee Law Review Online, 80, 305
- Southern, 2023, Is ChatGPT getting “dumber”? Usage drops as users complain, Search Engine Journal
Cited by
Sorted by citations
Items 101–200 of 409
Ding, N., Hu, L., Kim, K.-T., & Chen, M. (2026) · Sustainability · doi:10.3390/su18041775 · Cited by 8
ChatGPT on campus: how top U.S. universities govern generative AI across higher education
Alba, C., McIlwain, C. D., & An, R. (2026) · Policy Reviews in Higher Education · doi:10.1080/23322969.2026.2622674 · Cited by 10
“In the long run, having policies that can also prepare students for the ‘workplaces of the future’ (George 2023; Lee et al. 2024; Preiksaitis and Rose 2023).”
CEALLAIGH, T. Ó., & Murphy, S. (2026) · Computers and Education Open · doi:10.1016/j.caeo.2026.100367 · Cited by 10
Suresh, C., Sunkesula, M. A., & Devaki, V. (2025) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3693-8191-5.ch015 · Cited by 6
Themes in the Declared Use of Generative Artificial Intelligence in Assessment
Maguire, J., English, R., Cao, Q., & Seow, C. K. (2025) · Proceedings of the 9th Conference on Computing Education Practice · doi:10.1145/3702212.3702217 · Cited by 5
“In Computing Science (CS), Generative Artificial Intelligence tools can readily generate working source code, particularly code which is less complex [12].”
Reddy, C. S., & Leelavathi, R. (2025) · International Journal of Educational Management · doi:10.1108/ijem-12-2024-0843 · Cited by 11
Kavitha, K., & Joshith, V. P. (2025) · Journal of Educational Technology Systems · doi:10.1177/00472395251380294 · Cited by 5
Pronunciation trainer for second language learning using generative AI
Sungkur, R. K., & Shibdeen, N. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00561-x · Cited by 5
“Effective artificial intelligence-supported educational resources can be used to create instructional strategies that encourage active student participation (Lee et al., 2024).”
Xu, X., & Thien, L. M. (2026) · European Journal of Education · doi:10.1111/ejed.70520 · Cited by 10
Navigating Stakeholders Perspectives on Artificial Intelligence in Higher Education
Chavarria, A., Palau, R., & Campión, R. S. (2025) · Algorithms · doi:10.3390/a18060336 · Cited by 7
Gupta, V., & Nyamapfene, A. (2025) · Internet Reference Services Quarterly · doi:10.1080/10875301.2025.2456903 · Cited by 4
“…skills like critical thinking (Kizilcec et al., 2024), it also raises ethical concerns, particularly around academic integrity, for instance assignments with AI-generated content submitted as students’ own work (Cotton et al., 2024; Dwivedi et al., 2023; Kizilcec et al., 2024; Lee et al., 2024).”
Cultivating children’s online self-regulated learning: the role of parental mediation and support
Wang, J., Chen, S., & Bai, B. (2025) · Education and Information Technologies · doi:10.1007/s10639-025-13555-z · Cited by 7
“In the post-pandemic era, online learning is increasingly pervasive, multi-faceted, and shaped by generative artificial intelligence (Lee et al., 2024).”
Ethics and Privacy in AI Education: Prospects and Challenges in Higher Education
Dadson, Y. A., Mohammed, Z., Hussein, B., Armah, Y. E., & Yeboah, A. K. (2025) · Future education and learning spaces · doi:10.1007/978-981-96-7937-9_10 · Cited by 5
What’s the rush? Temporality, anxiety, and the pursuit of immediacy with generative AI
Hou, Y. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2025.2571914 · Cited by 6
“University instructors also cite reduced workload and increased efficiency: ‘I think we should engage with it as much as possible, primarily as a time-saving tool,’ and ‘It decreased my cognitive load’ (Lee et al. 2024).”
Assessment validity in the age of generative artificial intelligence: a critical review
Ali, R., & Maroulis, J. (2026) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2026.2683046 · Cited by 9
Teaching environmental impact assessment in 2025: a state-of-the-art review
Alberts, R. C., Retief, F. P., Fischer, T. B., Verster, J. R., Moolman, J., Roos, C., & Cilliers, D. (2026) · Impact Assessment and Project Appraisal · doi:10.1080/14615517.2026.2680818 · Cited by 4
Hooper, K., & Lunn, S. J. (2024) · IEEE Frontiers in Education Conference (FIE) · doi:10.1109/fie61694.2024.10893167 · Cited by 4
“In practice, educators have applied different approaches to incorporate AI into lessons and to address its potential usage [23], [24].”
Toward a New Instructional Design Methodology in the Era of Generative AI
Hilali, K., & Chergui, M. (2025) · Lecture notes on data engineering and communications technologies · doi:10.1007/978-3-031-98476-1_1 · Cited by 6
LAIK your classroom: A practical framework to integrate generative AI in higher education classrooms
Al-Ali, S., Tlili, A., & Al-Ali, A. R. (2024) · Journal of Applied Learning & Teaching · doi:10.37074/jalt.2024.7.2.30 · Cited by 5
Overview of Teacher Professional Development (TPD)
Kohnke, L. (2024) · Springer briefs in education · doi:10.1007/978-981-97-8839-2_2 · Cited by 6
Ly, R., & Ly, B. (2025) · AI and Ethics · doi:10.1007/s43681-025-00667-y · Cited by 6
Best Practices for the Responsible Adoption of Generative AI in Higher Education
Mikroyannidis, A., Ekuban, A., Kwarteng, J., & Domingue, J. (2025) · doi:10.3390/proceedings2025114006 · Cited by 12
Rodríguez, A. C., & Verdú, S. Á. A. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-3678-7.ch005 · Cited by 3
Tulang, A. B. (2025) · European Journal of Educational Research · doi:10.12973/eu-jer.14.3.829 · Cited by 3
Jin, Y., He, W., Shen, J., & Hu, J. (2025) · Computers and Education: Artificial Intelligence · doi:10.1016/j.caeai.2025.100467 · Cited by 3
Adoption and perceptions of generative AI among South African academics
Schoon, A., Smit, A., Uzuegbunam, C. E., & Bosch, T. E. (2025) · Teaching in Higher Education · doi:10.1080/13562517.2025.2571911 · Cited by 5
“The literature around the perceptions of academic staff on the use of GenAI in higher education references contexts as disparate as the USA (Petricini, Zipf, and Wu 2024), Malaysia (Mahmud et al. 2025), Hong Kong (Chan and Tsi 2024), the Phillipines (Espar-tinez 2024), Saudi Arabia (Syed et al. 2024), Turkey (Livberbe…”
Exploring the benefits and challenges of AI-driven lesson planning among preservice science teachers
Chua, K. H., Sathasivam, R. V., Mafarja, N., & Rahim, S. S. A. (2026) · STEM Education · doi:10.3934/steme.2026001 · Cited by 7
Seif, G. (2026) · Marketing Education Review · doi:10.1080/10528008.2026.2615880 · Cited by 5
Rapidly changing attitudes of university students on the use of generative artificial intelligence
Williams, A. E. (2026) · Journal of Further and Higher Education · doi:10.1080/0309877x.2026.2634035 · Cited by 6
Luo, J., Qu, L., Wang, M., & Li, H. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2642871 · Cited by 3
“…of controlled experiments, long-term evaluations, as major limitations in the current literature, particularly in understanding the sustained impact of GenAI in authentic teaching and learning environments (Lee et al., 2024; Okulu & Muslu, 2024; Perera & Lankathilaka, 2023; Zhang & Tur, 2024).”
InfluentialJou, M., & Hao, Y. (2026) · Journal of Computing in Higher Education · doi:10.1007/s12528-026-09496-2 · Cited by 3
Khalloufi-Mouha, F. (2024) · Springer eBooks · doi:10.1007/978-3-031-65691-0_7 · Cited by 4
Applied Learning for Developing Knowledge on Artificial Intelligence Among Students
Lu, F., & Liu, S. (2024) · International Journal of Knowledge Management · doi:10.4018/ijkm.356493 · Cited by 3
Singh, J. P., Mishra, N., & Mishra, K. K. (2024) · Advances in higher education and professional development book series · doi:10.4018/979-8-3693-6765-0.ch007 · Cited by 3
Generative Artificial Intelligence and Encounters with Knowledge in STEM Higher Education Curricula
Doorsamy, W., Padayachee, K., & Cornell, A. S. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016322 · Cited by 4
“There are also concerns around the potential profound short-and long-term impacts of genAI on learning, accompanied by a heightened sense of uncertainty amongst academics about its implications when deployed in an educational setting [9]– [12].”
Zhang, Y., Gong, X., Wang, X., Wang, Z., Zhou, J., & Wang, Y. (2025) · International Conference on Computer Science and Technologies in Education (CSTE) · doi:10.1109/cste64638.2025.11092216 · Cited by 3
“The development of AIGC has not only driven the progress of artificial intelligence technology but also brought new opportunities and challenges to the field of higher education [1].”
Mullan, L., Arbuckle, B., & Luck, W. (2025) · Nurse Education in Practice · doi:10.1016/j.nepr.2025.104579 · Cited by 4
Harnessing the Power of Language Models for Intelligent Digital Health Services
Garima, S., Morandé, S., & Shashank, S. (2024) · ITU Kaleidoscope Academic Conference (ITU K) · doi:10.23919/ituk62727.2024.10772761 · Cited by 3
Generative Artificial Intelligence and Education
Palmer, E., & Barbieri, W. (2025) · Springer briefs in education · doi:10.1007/978-981-96-1595-7_9 · Cited by 3
Self-citationAdoui, A. (2024) · Springer eBooks · doi:10.1007/978-3-031-76444-8_19 · Cited by 3
Alieto, E. O., Dumagay, A. H., Eijansantos, A. M., Estigoy, E. B., Vallejo, R. G., & Serdenia, J. R. C. (2025) · Information systems engineering and management · doi:10.1007/978-3-032-05306-0_11 · Cited by 5
Effects of Generative AI on Engagement and Performance Within Asynchronous Online Courses
Flores, F., Norman, K., & Hanshaw, G. (2026) · Open Praxis · doi:10.55982/openpraxis.18.2.980 · Cited by 2
“Lim et al. (2023) and Lee et al. (2024) note that generative AI in the education sphere provides an incredible opportunity for educators to reimagine what learning looks like, despite the notable fears of cheating, academic integrity, and plagiarism that accompany it.”
Practice-Oriented Software Engineering Education Model Utilizing Generative AI
Hwang, S. (2025) · The Journal of Korean Association of Computer Education · doi:10.32431/kace.2025.28.3.006 · Cited by 2
Martínez, M. (2025) · Ciencia Latina Revista Científica Multidisciplinar · doi:10.37811/cl_rcm.v9i2.17370 · Cited by 16
EDUCATION CLASSES FOR PRE-SERVICE TEACHERS USING TEXT-VIDEO-BASED AI
Oh, S. (2025) · Journal of Baltic Science Education · doi:10.33225/jbse/25.24.538 · Cited by 4
Qablan, A. M., Badawy, H. R. I., Badawy, H. R. I., & Maradian, P. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-0573-8.ch002 · Cited by 3
Can ChatGPT Ease Digital Fatigue? Short-Cycle Content Curation for University Instructors
Bravo, V. T. C., Rojas, L. M. H., Lizares, A. A., Cajamarca, J. C. R., Perdomo, F. V., Cruz, M. A. D. L. C., Girón, H. R., Millones, A. M. G., & Morán, R. C. D. (2025) · Education Sciences · doi:10.3390/educsci15091223 · Cited by 2
Halliday, S., Lavis, T., Callaghan, P., & Chur-Hansen, A. (2026) · Australian Psychologist · doi:10.1080/00050067.2025.2580236 · Cited by 2
“It has the capacity to perform a wide range of language tasks including question answering, text generation, translation, and summarisation to a sophisticated standard (Brown et al., 2020; Lee et al., 2024).”
Bezcioğlu-Göktolga, İ., Hsiao, Y.-P. (., & Grootjans, L. (2025) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-08-2025-0198 · Cited by 2
Reimagining instructional design: ChatGPT, Bloom's taxonomy, and the role of teacher expertise
Eideh, B. A. (2025) · Social Sciences & Humanities Open · doi:10.1016/j.ssaho.2025.102325 · Cited by 6
Synergizing Minds and Machines: Harnessing Generative AI for Transformative Biotechnology Education
Cruz, J. C., & Reyes, L. H. (2026) · NATO science for peace and security series. A, Chemistry and biology · doi:10.1007/978-3-032-05246-9_12 · Cited by 2
Zilundu, P. L. M., Mazengenya, P., Jayaraj, K. N., & Zhou, L. (2026) · JMIR Medical Education · doi:10.2196/87418 · Cited by 3
“This “time-savings paradox,” upfront effort before efficiency gains, is echoed in the broader AI-in-education literature [9,51,52] .”
An ISM framework for construct analysis using AI technologies for architecture design
Mangubat, M. R. (2026) · Journal of Asian Architecture and Building Engineering · doi:10.1080/13467581.2026.2621535 · Cited by 2
Rizvi, S. W. F., Yankouskaya, A., Alshakhsi, S. A. A., Al‐Thani, D., & Ali, R. (2025) · International Conference on Foundation and Large Language Models (FLLM) · doi:10.1109/fllm67465.2025.11391082 · Cited by 2
“Finally, the redistribution of pedagogical functions between teachers and LLMs redefines professional accountability [89].”
From chalkboards to chatbots: generative AI impact on education in emerging economies
Virmani, N., Sharma, D., Sahu, A., & Garza‐Reyes, J. A. (2026) · Interactive Learning Environments · doi:10.1080/10494820.2026.2632172 · Cited by 3
Psychological Safety and Generative AI Use in Higher Education
Giray, L., Castillo, J. C. D., Quinto, E. J. M., Aragon, J. J., & Guevarra, C. A. D. F. (2025) · International Conference on Artificial Intelligence and Teacher Education (ICAITE) · doi:10.1109/icaite68636.2025.11442309 · Cited by 3
“Such contexts promote open exchange [20], while fear of judgment from peers or instructors reinforces the silencing effects associated with AI stigma [11].”
Abykenova, D. B., Assainova, A. Z., Abildinova, G., & Kanaibekova, G. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1770448 · Cited by 5
How AI influences engineering students’ competencies development: a literature review
Ribeiro, V. B., Miraglia, C. D. D. O., & Muniz, J. (2026) · Information and Learning Sciences · doi:10.1108/ils-12-2025-0231 · Cited by 2
Generative AI use and academic achievement: a cross-sectional study of Czech seventh-grade students
Lintner, T., Juhaňák, L., Žáková, M., Plch, L., & Ropovik, I. (2026) · Education and Information Technologies · doi:10.1007/s10639-026-14002-3 · Cited by 6
“Yet despite their rapid diffusion, the broader consequences of GenAI use for academic achievement remain insufficiently understood (Lee et al., 2024; Noroozi et al., 2024; Wood & Moss, 2024).”
Sousa, S. A., Bukhari, S. S. U. H., Tang, M., Man, Y. K., Hobi, S., & Steagall, P. V. M. (2026) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2025-0198 · Cited by 2
Fawns, T., Bearman, M., Corbin, T., Henderson, M., McLean, J., Matthews, K., Oberg, G., Liang, Y., & Walton, J. (2026) · Higher Education · doi:10.1007/s10734-026-01730-1 · Cited by 2
Żammit, J. (2026) · Technology Pedagogy and Education · doi:10.1080/1475939x.2026.2715526 · Cited by 2
Fairness aware learning analytics for identifying internet induced inequality in online examinations
Yaghi, S., & AbuSamra, A. A. (2026) · Discover Education · doi:10.1007/s44217-026-02182-6 · Cited by 2
Perera, R., & Zaharic, T. (2024) · Medical Teacher · doi:10.1080/0142159x.2024.2372084 · Cited by 2
“The COVID-19 pandemic [21] and advances in AI generative technology [22] have both heightened the ever-present concerns amongst academics with respect to academic integrity.”
Can Generative AI Support Educators? Creating Learning Paths with PolyGloT
Bucchiarone, A., Gini, F., Bonetti, F., Bassanelli, S., Schiavo, G., Martorella, T., Adami, F., Guidolin, T., & Zambotto, L. (2024) · Springer eBooks · doi:10.1007/978-3-031-65691-0_20 · Cited by 2
A Framework for the Responsible Integration of Generative AI Tools in Learning
Ko, S., & Chan, S. C. H. (2024) · Advances in educational technologies and instructional design book series · doi:10.4018/979-8-3373-1017-6.ch006 · Cited by 2
Daoudi, M. (2025) · African Journal of Research in Mathematics Science and Technology Education · doi:10.1080/18117295.2025.2460911 · Cited by 2
“Lee et al. (2024) study the impact of generative AI on higher education learning and teaching.”
Prodromou, A., & Kountouridou, M. (2025) · IGI Global eBooks · doi:10.4018/979-8-3693-9040-5.ch017 · Cited by 3
Mendonça, J., Babo, L., Pinto, C. M. A., da Cruz, M. R. D. F., Queirós, R., & Mascarenhas, D. (2025) · IEEE World Engineering Education Conference (EDUNINE) · doi:10.1109/edunine62377.2025.10981419 · Cited by 2
“The prevailing sentiment regarding the use of GAI in Higher Education (HE) is one of optimism, with potential benefits such as improved learning outcomes and comprehensive student support throughout their educational journey being emphasized [3]–[6].”
Feregrino, G. R., & Sayeg-Sánchez, G. (2025) · Institute for the Future of Education Conference (IFE) · doi:10.1109/ife63672.2025.11024621 · Cited by 4
“In another recent article, [19] explored how AI can enhance student motivation by providing personalized learning experiences and real-time feedback.”
Jansen, A. N., Suwandy, J., Muliono, Y., Nadia, N., & Adeta, F. (2025) · IEEE International Conference on Industry 4.0, Artificial Intelligence, and Communications Technology (IAICT) · doi:10.1109/iaict65714.2025.11100306 · Cited by 2
“Additionally, they started to doubt the quality of their students as it became challenging to accurately assess their true capabilities [14].”
Kharchenko, Y. V., & Бабенко, О. М. (2024) · doi:10.55056/ceur-ws.org/vol-3781/paper03.pdf · Cited by 2
Sraboyants, T., & Winer, L. (2024) · Journal of Nursing Education and Practice · doi:10.5430/jnep.v14n12p1 · Cited by 2
Prasetio, B., Sobandi, A., & Mulyani, H. (2025) · Policy Futures in Education · doi:10.1177/14782103251348087 · Cited by 2
Garro-Mena, L. (2024) · REDU Revista de Docencia Universitaria · doi:10.4995/redu.2024.21989 · Cited by 2
Sjöberg, J., & Bergdahl, N. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-93567-1_12 · Cited by 3
Jackson, J. (2025) · IEEE Global Engineering Education Conference (EDUCON) · doi:10.1109/educon62633.2025.11016560 · Cited by 2
“Following their proliferation and widespread adoption, LLMs such as ChatGPT have been used and mis-used in increasingly inventive ways, and the impact on Higher Education (HE) has been, and continues to be, widely discussed [2], [3], [4], [5].”
Saavedra, A. M., Patiño, A., & Ibarra-Vázquez, G. (2025) · Institute for the Future of Education Conference (IFE) · doi:10.1109/ife63672.2025.11025037 · Cited by 1
“In contrast [15], professors at an Australian university had mixed feelings and a lack of consensus on best practices, suggesting significant variations in the perception of AI depending on geographical and cultural contexts.”
Gao, D., & Cai, J. (2025) · Journal of modern educational theory and practice. · doi:10.70767/jmetp.v1i4.512 · Cited by 1
Lähdesmäki, S. A., Väisänen, S., & Hyytinen, H. (2025) · International Journal on Social and Education Sciences · doi:10.46328/ijonses.765 · Cited by 1
Assessing the Determinants of Faculty Acceptance of Generative AI in Research Practices
Damilig, A. (2025) · International Journal For Multidisciplinary Research · doi:10.36948/ijfmr.2025.v07i04.51724 · Cited by 1
The AI Elephant in the Room: ChatGPT in Control Engineering Education
Oliveira, P. M., & Vrančić, D. (2025) · IFAC-PapersOnLine · doi:10.1016/j.ifacol.2025.08.053 · Cited by 1
The Role of Artificial Intelligence in Scientific Writing: A Higher Education Review
Almryad, A., & Musa, H. (2025) · Academic Platform Journal of Engineering and Smart Systems · doi:10.21541/apjess.1676506 · Cited by 8
Faculty Perceptions of AI Use in Higher Education: A Case Study
Jacob, H. R., Cozad, D., & Castle, K. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80592-228-520251008 · Cited by 1
Wilkins, B. P., & Djouma, E. (2025) · British Journal of Clinical Pharmacology · doi:10.1002/bcp.70345 · Cited by 1
“84 To ensure that AI is integrated effectively into teaching and learning, there is a need for more ongoing research, clearer guidelines and comprehensive training initiatives.”
Beyond the lesson plan: Reflective practice as a catalyst for teacher professional growth
Harsono, A. M. B., Mahmudah, F. N., Putra, E. C. S., Rahman, A., Dewantara, B. A., Arsyad, M. Z. T., & Alfarisa, F. (2025) · Priviet Social Sciences Journal · doi:10.55942/pssj.v5i11.698 · Cited by 2
“AI has the potential of alleviating teachers’ digital workload, thereby allowing them to devote more time to planning and reflective decision-making (Lee et al., 2024; Mai et al., 2024).”
Assessment in Higher Education in the Era of Generative AI
Eren, S. U. N. A., & Özer, M. (2025) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-7579-3.ch008 · Cited by 1
Gül, F. Ö. (2025) · Journal of Educational Technology and Online Learning · doi:10.31681/jetol.1781815 · Cited by 1
Samaty, H. S. E., & Albadi, N. (2026) · Alexandria Engineering Journal · doi:10.1016/j.aej.2026.01.012 · Cited by 1
Turner, C. C., Thao, A. B., & Adorador, G. (2026) · Journal of Political Science Education · doi:10.1080/15512169.2026.2619831 · Cited by 1
Natural intelligence, not artificial: a Confucian reframing of generative AI in higher education
Hou, Y. (2026) · Ethics and Education · doi:10.1080/17449642.2026.2629430 · Cited by 2
“These applications have been shown to significantly reduce teachers’ workload and enhance productivity, including substantial time savings in grading and content preparation (Lee et al. 2024; Rudolph, Tan, and Aspland 2023).”
Engineering the future classroom: factors influencing the sustained use of XR technologies
Khlaif, Z. N., Mousa, A., & Sanmugam, M. (2026) · Technology Pedagogy and Education · doi:10.1080/1475939x.2026.2616480 · Cited by 1
“The integration of emerging technologies, including XR, plays a pivotal role in this transformation, as it supports open-access content, fosters equity in learning and promotes quality education (Lee et al., 2024).”
Generative AI in Academia: How Engineering Students Perceive and Approach Ethical Challenges?
Hariyanto, D., Rafiq, A. A., Triyono, M. B., Murniati, D. E., Adinda, D., & Prihandini, T. F. (2026) · International Journal of Online and Biomedical Engineering (iJOE) · doi:10.3991/ijoe.v22i02.59281 · Cited by 2
Song, R., Alias, A. B., & Jamaludin, K. A. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1760298 · Cited by 1
A Multi-Year Survey of Use and Perceptions of Generative AI in Higher Education
Crescenzi, A., Choi, B., Huang, P.-P., Gautier, E., Little, R., & Pandya, S. (2026) · Conference on Human Information Interaction and Retrieval · doi:10.1145/3786304.3787867 · Cited by 3
“Despite strong interest, institutions seem to have been slower to establish the necessary support and governance structures [2, 32], especially for staff and administrators [5].”
InfluentialMadwe, M. C. (2026) · International Journal of Sustainability in Business and Economics · doi:10.51137/wrp.ijsbe.575 · Cited by 1
Challenges and Risks of AI in Academic Writing Based on Student Perspectives
Giray, L., Fabros, B. G., & Digo, G. S. (2026) · Journal of Academic Ethics · doi:10.1007/s10805-026-09723-6 · Cited by 2
Delvenne, J. (2026) · Psychology Learning & Teaching · doi:10.1177/14757257261427151 · Cited by 1
“…exercises between students and GenAI can stimulate metacognitive awareness, while classroom tasks that require students to critique or re fi ne AI-generated drafts draw directly on psychology ’ s strengths in analytical reasoning and re fl ective practice (Lee et al., 2024; Malik et al., 2025).”
InfluentialAI Literacy and Academic Integrity
Mataranyika, T., Makhafola, L., & Clarke, A. (2026) · Advances in computational intelligence and robotics book series · doi:10.4018/979-8-3373-4521-5.ch001 · Cited by 1
Ugon, J., Pierce, C., Cain, A., & Laird, B. (2026) · Australasian Computing Education Conference · doi:10.1145/3786228.3786244 · Cited by 2
Metadata
- Authors
- Lee, D., Arnold, M., Srivastava, A., Plastow, K., Strelan, P., Ploeckl, F., Lekkas, D., & Palmer, E.
- Affiliations
- The University of Adelaide (AU)
- Corresponding author
- Lee, Daniel
- ORCID
- Venue
- Computers and Education: Artificial Intelligence
- Publisher
- Elsevier BV
- Published
- 2024-06
- Volume
- 6
- Pages
- 100221
- ISSN
- 2666-920X (ISSN-L)
- OpenAlex
- W4394934695
- Semantic Scholar
- 1517ab19bd54ff13f1431562c12955cc0e27ab83
- Cited by
- 402
- References
- 46
- Citations by year
- 2026: 195 · 2025: 165 · 2024: 42
- FWCI
- 151.46
- Type
- journal article
- Language
- en
- Open access
- Licence
- Locations
- Computers and Education Artificial Intelligence (publishedVersion, cc-by-nc)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Education › Artificial Intelligence in Education
- Health Sciences › Medicine › Health Informatics › Artificial Intelligence in Healthcare and Education
- Social Sciences › Education › Digital Transformation of Higher Education
- Keywords
- generative AI, higher education, teacher perceptions, academic integrity, AI in teaching, assessment design, faculty readiness
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
